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Often, the word competency and skill are used interchangeably. While they are related, they are not the same. A competency is a demonstrated ability to perform a particular job or task. A competency includes skills, but also behaviors and the ability to apply those skills in order to perform a job or task. For example, a teacher may know how to use a computer and productivity software (skill), but may not know how to use those skills to increase collaboration and critical thinking in their students (competency). <\/p>\n
\u201cThrough the ongoing and effective use of technology in the schooling process, students have the opportunity to acquire important technology capabilities. The key individual in helping students develop those capabilities is the classroom teacher. The teacher is responsible for establishing the classroom environment and preparing the learning opportunities that facilitate students\u2019 use of technology to learn, and communicate. Consequently, it is critical that all classroom teachers are prepared to provide their students with these opportunities.\u201d (UNESCO) <\/p><\/blockquote>\n
Continuing professional development in the teaching profession has always been a priority: after all, how can one expect to create a classroom full of life-long learners if one isn\u2019t a life-long learner oneself? However, the way professional development has traditionally been structured can be ineffective and expensive at best, and a waste of time at worst. Unless a teacher understands the requirements, or competencies, necessary to perform their job as well as which competencies they are lacking, effective professional development with lasting impact is not attainable. <\/p>\n
Other challenges to effective professional development of ICT integration:<\/p>\n
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- Many teachers are aware that they should integrate ICT into their teaching practices, but are uncertain as to what that actually means. While brain science, teaching strategies and classroom management are part of most formal teacher preparatory curriculums, the integration of ICT into teaching and learning is not broadly offered outside of technology oriented courses. <\/li>\n
- The absence of a common internationally recognized standard in the area of ICT integration, as well as training based on those standards, prevents having a consistent method to measure whether teachers are effectively using technology to achieve desired student outcomes. <\/li>\n
- A \u201cone size fits all\u201d training approach fails to meet the needs of individuals. Teachers within one school will have very different needs with regards to ICT training. While some may have never used a computer, others may be using multiple devices and applications to achieve desired outcomes.<\/li>\n
- Mandating training which is not relevant to a teacher. Buy-in by the learner, including the assessment and planning of their development goals, decreases teacher resistance to training and increases the likelihood that what is presented actually results in a change in their teaching strategies.<\/li>\n<\/ul>\n